1. family and parenting
2. children

2014-15
Preschool Manual
Program Policies and Procedures
for
Collins-Maxwell Preschool
Page 1 of 27
Contents
Welcome to Collins-Maxwell Preschool (QPPS 10.1)
MISSION, PHILOSOPHY, AND GOALS
(QPPS 10.1)
ENROLLMENT
h.30j0zll
h.1fob9te
h.3znysh7
Equal Educational Opportunity
h.2et92p0
Eligibility
h.tyjcwt
Hours
h.3dy6vkm
General Information
(QPPS 3.9, 5.1, 10.4)
Inclusion
h.1t3h5sf
h.4d34og8
A CHILD’S DAY (QPPS 10.3, 10.10, 6.3, 6.4)
Who Works In the Preschool
h.2s8eyo1
h.17dp8vu
Daily Activities (QPPS 4.10)
h.3rdcrjn
Curriculum (QPPS 2.1 - 2.4, 3.13)
h.26in1rg
Child Assessment
(QPPS 2.5, 2.6, 4.1, 4.2, 4.3, 4.5, 4.14, 7.3, 7.4, 7.5, 7.7, 7.8)
h.lnxbz9
Program Assessment (4.1, 4.2, 7.6)
h.35nkun2
Supervision Policy (QPPS 3.9, 9.2, 9.7, 10.6, 10.7)
h.1ksv4uv
Child Guidance and Discipline _
Water activities _
(QPPS 1.11, 10.6)
(QPPS 5.9, 9.15, 10.6, 10.7)
Snacks/Foods and Nutrition (QPPS 5.12- 5.21, 9.17, 10.6)
Outside Play and Learning _
(QPPS 5.5, 5.6, 9.5, 9.7, 9.8, 10.6, 10.7)
Clothing (QPPS 5.6)
h.44sinio
h.2jxsxqh
h.z337ya
h.3j2qqm3
h.1y810tw
Toilet Learning Policy (QPPS 5.7, 10.6, 10.7)
h.4i7ojhp
Objects From Home
h.2xcytpi
Weapon Policy (QPPS 10.6)
Classroom Animals and Pets _
Birthdays _
h.1ci93xb
(QPPS 5.26)
(QPPS 5.13)
COMMUNICATION WITH FAMILIES
h.3whwml4
h.2bn6wsx
(QPPS 1.1, 7.5)
Open Door Policy
h.qsh70q
h.3as4poj
Arrival and Departure of Children (QPPS 10.11)
h.1pxezwc
Transportation (QPPS 10.12)
h.49x2ik5
Field Trips
h.2p2csry
Attendance
h.147n2zr
Ethics and Confidentiality (QPPS 4.2)
h.3o7alnk
Children’s Records (QPPS 4.2, 5.1)
h.23ckvvd
Page 2 of 27
Preschool Advisory Committee
Grievance Policy
(QPPS 7.2)
h.ihv636
(QPPS 7.6)
FAMILY INVOLVEMENT
h.32hioqz
(QPPS 7.1, 7.2)
h.1hmsyys
Home Visits
h.41mghml
Family Teacher Conferences
h.2grqrue
Family Night
Transitions
19
(QPPS 7.9, 7.10)
h.vx1227
HEALTH AND SAFETY (10.6, 10.7)
h.3fwokq0
Emergency Procedures (QPPS 10.13)
h.1v1yuxt
Health and Immunization Certificates
(QPPS 5.1)
h.4f1mdlm
Health and Safety Records (QPPS 10.10, 5.1, 10.14)
h.2u6wntf
General Health and Safety Guidelines (QPPS 5.2, 5.4. 10.14)
h.19c6y18
Illness Policy and Exclusion of Sick Children _
h.3tbugp1
Reporting Communicable Diseases _
(QPPS 5.4)
Medication Policies and Procedures
Cleaning and Sanitization
Hand Washing Practices
First Aid Kit
(QPPS 5.3, 10.6)
h.28h4qwu
(QPPS 5.10)
h.nmf14n
(QPPS 9.11, 5.22, 5.23, 5.24, 10.6)
h.37m2jsg
(QPPS 5.8)
h.1mrcu09
(QPPS 9.13)
h.46r0co2
Fire Safety (QPPS 9.14, 10.6)
h.2lwamvv
Medical and/or Dental Emergencies and Notification of Accidents or Incidents (QPPS
10.13)
h.111kx3o
Inclement Weather
h.3l18frh
Protection from Hazards and Environmental Health
10.7)
(QPPS 5.6, 9.12, 9.16, 9.18, 10.6,
h.206ipza
Smoke Free Facility (QPPS 9.19, 10.6)
Child Protection Policies
(QPPS 10.8, 10.9, 10.16, 10.19)
h.4k668n3
h.2zbgiuw
Substance Abuse
h.1egqt2p
Volunteers
h.3ygebqi
(QPPS 10.15, 10.17)
STAFF (QPPS 10.15 - 10.20)
h.2dlolyb
General Information
h.2dlolyb
Health Assessment
h.sqyw64
Orientation
h.3cqmetx
(QPPS 6.2)
Staffing patterns and schedule (QPPS 10.18)
h.1rvwp1q
Staff development activities (QPPS 6.6, 10.15)
h.4bvk7pj
Page 3 of 27
Evaluation and Professional Growth Plan (QPPS 6.5, 6.6)
reference not valid.
h.2r0uhxcError! Hyperlink
Error! Hyperlink reference not valid.
Collins-Maxwell Preschool
Policies and Procedures
Welcome To Collins-Maxwell Preschool (QPPS 10.1)
Collins-Maxwell Preschool was awarded the Statewide Voluntary Preschool Program Grant in 2010 as a
result of the Preschool Advisory Committee’s dedicated work. The program’s goal is to provide a high
quality preschool program meeting each child’s needs, including children with disabilities and those from
diverse backgrounds. The preschool provides a rich learning environment that encourages children’s
natural curiosity and supports them to take risks that lead to new skill development. It is a setting where
children feel safe, respected, and cared for. This is an opportunity for all four-year-old children to take
part in planned, active learning experiences to build their readiness skills. This program also serves
children on individualized education plans (IEP). The preschool program has adopted and meets the Iowa
Quality Preschool Program Standards, administered by the Iowa Department of Education. The Iowa
Early Learning Standards are used to guide expectations for the children and instructional practices.
Instruction utilizes Teaching Strategies for Early Childhood’s Creative Curriculum, and students are
assessed using the GOLD Assessment Tool.
MISSION, PHILOSOPHY, AND GOALS
(QPPS 10.1)
Mission:
The Collins-Maxwell Preschool will create an engaging environment that fosters inquisitive learners who
can effectively apply their skills in an ever-changing world.
Preschool Philosophy of Education:
We believe:
• Student learning is the most important element of our society.
• Students learn best in a safe and caring environment.
• Innovative learning activities and various teaching strategies enhance learning.
• Respect for diversity develops tolerance within the school and our society.
• Effective learning produces life-long skills.
• Leaders never lose sight of best practices.
• Teaching the importance of citizenship benefits the school and the community.
• Productive discipline incorporates control, consistency, and care.
• Memorable and enjoyable activities foster learning.
• School, home and community cooperation facilitates and reinforces learning.
Goals for Children:
Page 4 of 27
• Children will show competency in social/emotional, physical, cognitive, and language development
skills.
• Children will be enthusiastic and curious learners.
• Children will be safe and healthy.
Goals for Families:
• Families will feel welcome in the classroom and school.
• Families will work with the school in a meaningful partnership to help their children be better
prepared to learn to read and write.
• Families will advocate for their children.
ENROLLMENT
Equal Educational Opportunity
Multicultural and Nonsexist Equity Education Opportunity
The school district does not discriminate in its education programs or educational activities on the basis of
sex, sexual orientation, gender identity, race, religion, creed, color, national origin, marital status,
socioeconomic status, or disability as required by Title VI and VII of the 1964 Civil Rights Act, Title IX
of the Educational Amendments of 1972 and Section 504 of the Rehabilitation Act 1973.
Students are educated in programs which foster knowledge of, and respect and appreciation for, the
historical and contemporary contributions of diverse cultural groups, as well as men and women, to
society. Students who feel they have been discriminated against are encouraged to report it to the school
district Affirmative Action Coordinator.
The Affirmative Action Coordinator is Mr. Jason Ellingson, Superintendent, Collins-Maxwell School,
400 Metcalf Street, Maxwell IA. 50161 and can be reached at (515) 387-1115. Inquiries may also be
directed in writing to the Director of the Region VII Office of Civil Rights, U.S. Department of
Education, 10220 North Executive Hills Blvd., 8th floor, Kansas City, MO 64153-1367, (816) 891-8156,
or the Iowa Department of Education, Grimes State Office Building, Des Moines, IA, 50319-0146, (515)
281-5294.
Eligibility
Children must be four years of age prior to September 15th of the current school year. Pre-registration
begins in the spring. Registration materials are available from the Collins-Maxwell Elementary office as
well as the Superintendent’s office. Students that have completed a year in preschool already will not be
eligible to come for a second year of preschool unless there is space available. Registration is ongoing
until all spaces are filled.
Hours
Classes meet for three hours each morning session from 8:30-11:30 and three hours each afternoon for the
afternoon session from 12:20-3:20. This allows for parent meetings and home visits, planning and
professional development time for the teachers. The preschool provides parents with a yearly as well as a
monthly calendar of events. On days when school is dismissed early for professional development or for
holidays, the afternoon preschool will dismiss at the usual 3:20 time. If there is an early dismissal due to
Page 5 of 27
dangerous weather conditions, PM preschool will be cancelled for the day. On days when classes are
dismissed early due to heat, we will still hold afternoon preschool class. Missed preschool days due to
bad weather will be made up as scheduled by the preschool teacher. This typically occurs the Friday
following the bad weather day.
General Information
(QPPS 3.9, 5.1, 10.4)
Prior to participating in the program, health records that document the dates of service shall be submitted
that show the child is current for routine screening tests and immunizations according to the schedule
recommended and published by the American Academy of Pediatrics. Along with your child’s
registration form, parents must also complete and submit the Health Information Form. This form is
available from the preschool/elementary office or the superintendent’s office.
?
?
?
The maximum class size in each session is based on square footage of the current location.
Class size may be reduced based on the number of students needing specialized instruction.
Our center maintains a ratio of 1 adult to 10 children at all times. Additional staff may be
provided based on the individual needs of children.
?
Classroom student numbers will not exceed 20 and the number of children allowed is based on
usable square footage.
?
All children will be within “line of sight” of adults both indoors and outdoors unless toileting.
?
When toileting, students will be monitored by sound and checked visually when necessary.
?
An adult monitors and supervises the children as they transition in and out of the school building
and into the classroom.
?
First Aid Kits are available for use in the classroom, in the nurse’s office, and taken outdoors at
all times.
?
Adult-student ratios are maintained on field trips.
?
The elementary principal will maintain a current list of available substitutes for both the teacher
and para-educators. Should one of the teaching staff need to leave, and arrangements will be made to
cover the classroom to maintain the minimum staff-child ratio. (QPPS 10.4)
Inclusion
The preschool program includes all children, including those with disabilities and unique learning needs.
Modifications are made in the environment and staffing patterns in order to include children with special
needs. Staff members are aware of the identified needs of individual children and are trained to follow
through on specific intervention plans. It is our belief that inclusion in our program will enrich the
experience for teachers, students, other children and their families. The preschool facilities meet the
Americans with Disabilities Act accessibility requirements. QPPS 9.10
A CHILD’S DAY (QPPS 10.3, 10.10, 6.3, 6.4)
Who Works In the Preschool
1. Program Administrator : The preschool/elementary principal is designated as the program
administrator supervising the preschool program. The principal meets all qualifications described
in the Iowa Quality Preschool Program Standards. QPPS 10.3
2. Teacher: A full-time teacher licensed by the Iowa Board of Educational Examiners and holding
an Early Childhood endorsement is assigned to the preschool classroom. QPPS 6.3
Page 6 of 27
3. Teacher Associate: A full time teacher associate in the classroom carries out activities under the
supervision of the teacher. The teacher associate is state certified in early childhood education.
QPPS 6.4
4. School Nurse: The preschool has a school nurse who works full time for the school district. The
nurse is a certified Registered Nurse who is re-certified every three years. She maintains student
health records and attends to the health needs of the students while they are at school. She is
available for parent consultation when necessary.
QPPS 10.10
Support Staff
Heartland Area Education Agency support staff provides resources and assistance to the teacher and
classroom upon request to help all children be successful in the preschool setting. Such staff may include:
early childhood consultant, speech and language pathologist, social worker, occupational therapist,
physical therapist or others.
Daily Activities (QPPS 4.10)
A consistent daily schedule is planned to offer a balance of learning activities. Learning is both formal
and informal. Play is planned for every day. Listening is balanced with talking, group activities with
solitary time, indoors with outdoors, quiet play with noisy play. The teaching team meets daily to discuss
and review student observations and anecdotal notes to enable them to plan for instruction. Your child
will have the opportunity for the following types of activities every day:
? Large and Small Group Activities
? Self-directed Play
? Learning Center Activities: Art, Science, Writing Table, Games and Put together toys, Book
Center, Blocks and Wheel Toys, Pretend Play, Computers, Sensory
? Story Time
? Individual Activities
? Outdoor Activities
Lesson plans for each week are available in the classroom showing how these activities are incorporated
into the daily schedule. Weekly notes will be sent home to families via email or hard copy by request.
Curriculum (QPPS 2.1 - 2.4, 3.13)
Curriculum is a framework for learning opportunities and experiences. It is a process by which learners
obtain knowledge and understanding, while developing life skills. It is continually reviewed and
evaluated to make learning fun and exciting.
It is the policy of this district that the curriculum content and instructional materials utilized reflect the
cultural and racial diversity present in the United States and the variety of careers, roles, and life styles
open to women as well as men in our society. One of the objectives of the total curriculum and teaching
strategies is to reduce stereotyping and to eliminate bias on the basis of sex, race, ethnic origin, religion,
and physical disability. The curriculum should foster respect and apprecia tion for the cultural diversity
found in our country and an awareness of the rights, duties, and responsibilities of each individual as a
member of a multicultural nonsexist society.
QPPS 1.7
The preschool program uses The Creative Curriculum and utilizes Teaching Strategies GOLD
Assessment to assess student progress. Both are evidence-based measures and comprehensively
designed for three to five-year-olds. It addresses all areas of early learning: language and literacy, math,
science, physical skills, and social skills. It provides children an opportunity to learn in a variety of ways
Page 7 of 27
- through play, problem solving, movement, art, music, drawing and writing, listening, and storytelling.
Suggestions for modifications and adaptations are an integral part of the curriculum. QPPS 2.1, 2.2
Child Assessment
(QPPS 2.5, 2.6, 4.1, 4.2, 4.3, 4.5, 4.14, 7.3, 7.4, 7.5, 7.7, 7.8)
Specific assessment plans are available from the child’s teacher upon request from the parents.
Guiding principles: It is the school district’s belief that assessment of young children should be
purposeful, developmentally appropriate, and take place in the natural setting by familiar adults. The
results will be used for planning experiences for the children and to guide instruction. Assessment will
never be used to label children or to include or exclude them from a program. A family’s culture and a
child’s experiences outside the school setting are recognized as being an important piece of the child’s
growth and development. All results will be kept confidential and placed in each child’s portfolio.
Children are assessed in the following ways:
? Teaching Strategies GOLD aligns with the Iowa Early Learning Standards. It assesses student
progress in all developmental areas at the beginning, middle and end of the year.
? Observational data provides an ongoing anecdotal record of each child’s progress during daily
?
?
activities.
Individual Growth and Development Indicators (IGDI) assessments are given 3 times a year to
monitor the growth of early literacy skills.
Child portfolios are organized by the teacher and include the assessments, observational data, and
child work samples collected on an on-going basis.
? Families are asked to contribute information about their child’s progress. Young children
often show different skills in different settings. Working together, the teaching staff and
families can gather a complete picture of a child’s growth and development. QPPS 4.14
The information gathered from these assessmets is used in the following ways:
? To provide information about children’s needs, interests, and abilities in order to plan
developmentally appropriate experiences for them;
? To provide information to parents about their children’s developmental milestones;
? To indicate possible areas that require additional assessment. QPPS 7.3, 7.5, 4.1, 4.2
Assessment information will be shared formally with families during Parent Teacher Conferences in the
fall and spring. In addition, Teaching Strategies GOLD informs student progress reports that are sent
home 3 times a year. The preschool teacher communicates weekly regarding children’s activities and
developmental milestones. Informal conferences are always welcomed and can be requested at any time.
QPPS 7.3
If, through observation or information on the assessments given, the teacher feels that there is a possible
issue related to a developmental delay or other academic, social, emotional need, she/he will
communicate this to the student’s family, while providing documentation of the concern. Suggestions for
next steps may include the following, with the knowledge and consent of the parents:
? The teacher requests assistance from the Area Education Agency (AEA) as an early intervention
process. This team engages in problem identification, plan interventions, provide support, and
make outside resources available to those individuals requesting assistance. The AEA team is
available and functional for all students and teachers in the building.
? A request made to Heartland Area Education Agency for support and additional ideas or for
additional testing can be made.
Page 8 of 27
The preschool teacher would assist in arranging for developmental screening and referral for diagnostic
assessment when indicated. QPPS 7.4, 7.7, 8.2
If a child is determined to need accommodations, those accommodations are provided in the materials,
environment, and lesson plans for that child. Examples include sign language and visuals for children
with hearing impairments or language delays and behavior plans for children whose behavior does not
respond to the typical strategies used by teaching staff in the classroom.
? The program provides families with information about programs and services from other
organizations, such as Heartland AEA, DHS, Child Care Resource and Referral, Parents as
Teachers programs, and medical professionals, etc… QPPS 7.8, 8.2, 8.3
Program Assessment (4.1, 4.2, 7.6)
Collins-Maxwell Preschool meets the Iowa Quality Preschool Program Standards. Our preschool
program received verification that it meets these standards as a part of our 2012-2013 Department of
Education site visit. Administrators, families, staff, and others who routinely participate in the school
annually evaluate the program to ensure that it continues to meet goals and objectives. The annual
evaluation process includes gathering evidence on all areas of program functioning, including policies and
procedures, program quality, children's progress and learning, family involvement and satisfaction, and
community awareness and satisfaction. As part of our program assessment, in the fall and spring of each
year, we also provide you with a family questionnaire to evaluate our program. This information helps us
to assess how the program is meeting the needs of families and children, as well as to identify strengths
and weaknesses.
A report of the annual evaluation findings is shared on the Collins-Maxwell Schools official website. The
program uses this information to plan professional development and program quality-improvement
activities as well as to improve operations and policies.
Supervision Policy (QPPS 3.9, 9.2, 9.7, 10.6, 10.7)
Before children arrive at school, the preschool teacher will complete the following daily safety checklist
indoor and outdoor:
• All safety plugs and electric outlets covered, heat/AC, water temperature, and toilets, etc. in
working order.
• All cleaning supplies/poisons out of children reach and stored properly.
• Classroom and materials checked for cleanliness/broken parts, etc. including playground.
• Supplies checked - first aid kit, latex gloves, soap, paper towels, etc.
• Daily monitoring of environment - spills, sand, etc. Other serious problems reported to head
custodian.
• Upon arrival, each child is observed by the teacher for signs of illness or injury that could affect
the child’s ability to participate in the daily activities.
No child will be left unsupervised while attending preschool. Staff will supervise primarily by sight.
Supervision for short intervals by sound is permissible as long as teachers check every two to three
minutes on children who are out-of-sight (e.g. those who can use the toilet independently, who are in the
library area, etc.) Indoor and outdoor spaces will be monitored by teaching staff with special attention
given to areas where injury could occur.
Page 9 of 27
Child Guidance and Discipline
(QPPS 1.11, 10.6)
Teaching staff will equitably use positive guidance, redirection, planning ahead to prevent problems.
They will encourage appropriate behavior through the use of consistent clear rules, and involving children
in problem solving to foster the child’s own ability to become self-disciplined. Where the child
understands words, discipline will be explained to the child before and at the time of any disciplinary
action. Teaching staff will encourage children to respect other people, to be fair, respect, property and
learn to be responsible for their actions. Teaching staff will use discipline that is consistent, clear, and
understandable to the child. They will help children learn to persist when frustrated, play cooperatively
with other children, use language to communic ate needs, and learn turn taking.
Challenging Behavior (QPPS 1.2, 1.8, 1.9, 1.10, 10.6)
The teaching staff in the preschool is highly trained and state certified to be responsive, respectful, and
purposeful. The teacher anticipates and take steps to prevent potential challenging behaviors. She
evaluates and changes her responses based on individual needs. When children have challenging
behaviors, the teacher promotes pro-social behavior by:
• Interacting in a respectful manner with all children.
• Modeling turn taking and sharing as well as caring behaviors
• Helping children negotiate their interactions with one another and with shared materials.
• Engaging children in the care of their classroom and ensuring that each child has an opportunity
to contribute to the group.
• Encouraging children to listen to one another and helping them to provide comfort when others
are sad or distressed
Teaching staff will guide children to develop self-control and orderly conduct in relationship to peers and
adults. Children will be taught social, communication, and emotional regulation skills. If a child displays
persistent, serious, and challenging behavior, the teaching staff, parents, and AEA support staff will work
as a team to develop and implement an individualized plan that supports the child’s inclusion and success.
Aggressive physical behavior toward staff or children is unacceptable. Teaching staff will intervene
immediately when a child becomes physically aggressive to protect all of the children and encourage
more acceptable behavior.
Permissible Methods of Discipline:
For acts of aggression and fighting (biting, scratching, hitting) staff will set appropriate expectations for
children and guide them in solving problems. This positive guidance will be the usual technique for
managing children with challenging behaviors rather than punishing them for having problems they have
not yet learned to solve. In addition, staff may: (1) Separate the children involved; (2) Immediately
comfort the individual who was injured; (3) Care for any injury suffered by the victim involved in the
incident.; (4) Notify parents or legal guardians of children involved in the incident; (5) Review the
adequacy of the teaching staff supervision, appropriateness of program activities, and administrative
corrective action if there is a recurrence.
Prohibited Practices
The program does not, and will not, employ any of the following disciplinary procedures:
1. Harsh or abusive tone of voice with the children nor make threats or derogatory remarks.
2. Physical punishment, including spanking, hitting, shaking, or grabbing.
3. Any punishment that would humiliate, frighten, or subject a child to neglect.
4. Withholding or threatening to withhold food as a form of discipline.
Page 10 of 27
Water activities
(QPPS 5.9, 9.15, 10.6, 10.7)
There is a water table in the classroom for children to engage in learning activities through play. During
water play children are involved in active experie nces with science and math concepts. Children with
sores on their hands are not allowed to participate with others in the water table to ensure that no
infectious diseases are spread. Children are not allowed to drink the water during water play activities.
When the activity period is complete, the water table is drained and refilled with fresh water before a new
group of children comes to participate. Outdoor water play is limited to tubs and buckets or containers as
well as the water table. We do not participate in swimming pool activities. Staff supervises all children
by sight and sound in all areas with access to water in tubs, buckets, and water tables.
Snacks/Foods and Nutrition (QPPS 5.12- 5.21, 9.17, 10.6)
Attitudes about food develop early in life. The food children eat affects their well-being, their physical
growth, their ability to learn, and their overall behavior. We have an opportunity to help children learn
about foods, to enjoy a variety of foods from their own culture and others, and to help them begin to
appreciate their bodies need to be strong, flexible, and healthy. Eating moderately, eating a variety of
foods, and eating in a relaxed atmosphere are healthy habits for young children to form.
A snack is served mid-morning and mid-afternoon daily. Students take turns bringing snacks to share
with their classmates, and parents are given a list of healthy, prepackaged snacks that are acceptable to
send to preschool.
Snacks are at regularly scheduled times. (See daily schedule. QPPS 5.21)
Snacks brought from home must be either whole fruits or commercially prepared packaged foods in
factory-sealed containers. Clean, sanitary drinking water (city water source) is available to children
throughout the day. Staff discards any foods with expired dates. Foods that are hotter than 110 degrees
Fahrenheit are kept out of children’s reach. Foods requiring refrigeration will be kept cold until served.
For each child with special health care needs, food allergies, or special nutrition needs, the child’s health
care provider should provide the program with an individualized care plan prepared in consultation with
family members and a specialist involved in the child’s care. Children with food allergies shall be
protected from contact with the problem food. With family consent, the program posts information about
the child’s allergies in the food preparation area and in areas of the facility the child uses to serve as a
visual reminder to all adults who interact with the child during the day. Program staff members keep a
daily record documenting the type and quantity of food a child consumes when any child with a disability
has special feeding needs and provide parents with that information.
The school district does not use foods or beverages as rewards for academic performance or good
behavior, and will not withhold food or beverages as a punishment, nor will teaching staff ever threaten to
withhold food as a form of discipline.
Outside Play and Learning
(QPPS 5.5, 5.6, 9.5, 9.7, 9.8, 10.6, 10.7)
We have daily opportunities for outdoor play as the weather permits and provided the weather air quality
and environmental safety conditions do not pose a threat. This allows children the opportunity to develop
their large muscle skills, get exercise, and be active. We use the Child Care Weather Watch guidelines
Page 11 of 27
produced by Healthy Child Care Iowa to determine if the Wind Chill Factor or Heat Index is safe for
outdoor play.
In cases when we cannot go outside (due to weather conditions) children are given the opportunity to use
indoor equipment for similar activities inside and are supervised at the same level as outdoor equipment.
For example, balance beams and teacher created obstacle courses may be offered for large motor
development.
In order to make sure that your child can play comfortably outside, it is important to dress him according
to the weather. When it is cold outside he needs a warm coat, mittens or gloves and a hat (labeled with
your child’s name). For the warmer days, dressing your child lightly is just as important. For those inbetween days, dressing your child in layers is a practical idea. It is expected that all students will go
outside unless there is a doctor’s note indicating the reason why the child cannot go outside.
There are areas on the playground for children to be in the shade and still be active. We encourage you to
send a hat or other clothing for your child to wear as another protection from the sun.
Program staff will complete the National Program for Playground Safety’s Suggested General
Maintenance Checklist on a weekly basis. In addition, our program administrator from QRS inspects the
playground equipment and outdoor space yearly and provides written feedback. QPPS 9.8
Clothing (QPPS 5.6)
Your child will be learning through creative, active play that can sometimes be messy. Your child should
wear comfortable, washable clothing and preferably rubber-soled and closed-toe shoes to school. While
we encourage the use of paint smocks or shirts during art projects, we can’t guarantee that spills or stains
will not occur. Clothing should be free of words, graphics, or pictures that are profane, immoral, illegal,
or disruptive in nature. If needed, families may be asked to provide an extra set of clothing for their child
in case of an “accident” or messy play. Please clearly label the clothing with your child’s name to reduce
the possibility of mistakes.
Toilet Learning
(QPPS 5.7, 10.6, 10.7)
The following description of toilet learning applies to those students that have an Individual Education
Plan (IEP) that requires modification of the toileting policy.
Toilet learning is an important time in a child’s development. For children who are unable to use the
toilet consistently, the following procedures are in place:
1. Diapering will only be done in the designated diaper area, i.e., the bathroom adjacent to the
classroom. Food handling will not be permitted in this diapering area.
2. Staff will follow all diapering guidelines set forth in the Iowa Quality Preschool Programs Standards:
Standard 5, Criteria 7:
?
Cloth diapers and
clothing that are soiled by urine or feces are immediately placed in a plastic bag (without rinsing
or avoidable handling) and sent home that day for laundering.
?
Staff checks children
for signs that diapers or pull-ups are wet or contain feces at least every 2 hours. Diapers are
changed when wet or soiled.
Page 12 of 27
?
?
?
?
?
Staff changes children’s
diapers or soiled underwear in the designated changing areas and not elsewhere in the facility.
At all times, caregivers have a hand on the child if being changed on an elevated surface.
Surfaces used for changing and on which changing materials are placed are not used for other
purposes, including temporary placement of other objects, and especially not for any object
involved with food or feeding.
Containers that hold soiled diapers and diapering materials have a lid that opens and closes tightly
using a hands-free device (e.g., a step can). Containers are kept closed and are inaccessible to
children. The container will be clearly labeled to show its intended use.
Diapering and Gloving posters will be posted in the changing area showing procedures through
the use of visuals and words. These procedures are used by the program administrator to evaluate
teaching staff who change diapers.
3.
Potty chairs are not used due to the risk of spreading infectious diarrhea.
4.
Families may be asked to provide an extra set of clothing for their child in case of an “accident” or
messy play. Please clearly label the clothing with your child’s name to reduce the possibility of
mistakes.
Objects from Home
Because the preschool program provides ample toys and learning materials for your child, we ask that you
do not bring toys from home. If your child brings an “attachment” item from home, we ask that it is small
enough to fit inside his/her backpack or cubby. Please do not allow children to bring gum, candy, money,
or toy guns to school. The program cannot be responsible for lost or broken toys brought from home.
Weapon Policy (QPPS 10.6)
No student shall carry, have in his or her possession, store, keep, leave, place or put into the possession of
another student any real weapon or a look-alike weapon on any school premises, in any school vehicle or
any vehicle used by the school or for school purposes, in any school building or other buildings or
premises used for school functions, whether or not any person is endangered by such actions. "Lookalike weapon" means any item that resembles or appears to be a weapon.
Classroom Animals and Pets
(QPPS 5.26)
To ensure the safety of students. pets or other animals are not allowed in the school school. The
exception is animals used for demonstration or class activity by recognized organizations such as
Story County Conservation.
Birthdays
(QPPS 5.13)
Birthdays are an important and significant event in the life of a child. They afford the opportunity for
children to be given special recognition. Students who wish to bring treats for the class on their birthday
may do so. Food that comes from home for sharing among the children must be either whole fruits or
commercially prepared and packaged foods in factory-sealed containers. The teacher will provide
Page 13 of 27
families a list of foods meeting the USDA’s Child and Adult Care Food Program guidelines. Those who
have summer birthdays are welcome to choose a school day to celebrate with their class.
We ask that party invitations not be distributed at school.
COMMUNICATION WITH FAMILIES (QPPS 1.1, 7.5)
The program will promote communication between families and staff by using written notes as well as
informal conversations or e-mail. Families are encouraged to send written notes with important
information so all the staff who work with the child can share the parent’s communication. Teaching staff
will write notes for families no less than weekly. Staff will use these notes to inform families about the
child’s experiences, accomplishments, behavior, and other issues that affect the child’s development and
well being. Parents are encouraged to maintain regular, on-going, two-way communication with the
teaching staff in a manner that best meets their needs - email, in person, notes, or phone calls.
Open Door Policy
Parents and legal guardians are always welcome to visit the preschool classroom, but it is required that
they check in at the office prior to going to the classroom. Visitors are asked to please use discretion with
regard to bringing babies and toddlers to school as young children may disrupt class sessions. Photo
identification will be required for any unknown visitor to the classroom.
Arrival and Departure of Children (QPPS 10.11)
All motor vehicle transportation provided by parents, legal guardians or others designated by parents or
legal guardians will include the use of age-appropriate and size-appropriate seat restraints.
Parents or legal guardians must either accompany children to the classroom at the beginning of the day or
leave their child in the care of one of the teaching staff. No child will be permitted to leave the building
without an adult.
Other than parents or legal guardian, only persons with prior written authorization (Parent Consent Form)
will be allowed to pick up a child from the school. Anyone who is unfamiliar to teaching staff, including
authorized individuals, will be asked to present photo identification before a child is released to them.
Throughout the day, each time children transition from one location to another, i.e. classroom to outdoor,
the teacher will be responsible for counting the number of children whenever leaving one area and when
arriving at another to confirm the safe whereabouts of every child at all times.
Transportation (QPPS 10.12)
Transportation to and from Collins-Maxwell Preschool is the responsibility of the parents/guardians.
Page 14 of 27
For children who have special needs for transportation, the school uses a plan based on a functional
assessment of the child’s needs related to transportation. Any accommodations indicated in the child’s
Individualized Educational Plan (IEP) will be implemented as described.
Field Trips
An important learning opportunity can take place in the form of a field trip that is relevant and reinforces
what has been taught in the classroom. The Collins-Maxwell Community School buses are used for these
field trips. Parents will be informed of each field trip through a newsletter and calendars well in advance.
Adult family members may be asked to volunteer to go on these trips to provide increased supervision
and adult/child ratios. A notice posting the dates, time of departure, time of return, and the destination
location will be given at least 48 hours before the field trip. Each child will be assigned to an adult for
every part of the trip.
A first aid kit, emergency contact information, and emergency transport authorization information for the
children in the group will be taken on all trips. Children may only use a public restroom if they are
accompanied by a staff member. Children will never be left alone in a vehicle or unsupervised by an
adult.
Attendance
Students who are enrolled for classes in the Collins-Maxwell Preschool are expected to be in school for
the full session and are expected to be punctual in their arrival and departure. Students are not expected
to be absent any more than is necessary for health reasons or appointments. Irregular attendance
interferes with the progress of your child and others. Please contact the preschool office at 641 385-2446
no later than 8:00 a.m. to let us know your child will be late or absent. All absences will result in a
reasonable effort by the school to contact the student’s parent/guardian in order to confirm the student’s
safety, unle ss the school has been previously notified by the parent/guardian of the absence in writing or
by phone.
Ethics and Confidentiality (QPPS 4.2)
Staff follows an important code of ethics to guide their involvement with children and families. It is
essential to protect the confidentiality of all information concerning children and their families.
Maintaining a professional attitude includes being responsive to the needs of children and their families
while balancing the need for confidentiality. Children are people who deserve respect. One way we
demonstrate this respect is to refrain from talking about the children in their presence unless the child is
part of the conversation and to refrain from labeling a child negatively or positively. No information
regarding any particular child shall be shared with another child’s parent. We continually strive to model
such qualities as patience, tolerance, cooperation, acceptance, understanding of others, and enthusiasm for
children as well as for other adults.
Children’s Records (QPPS 4.2, 5.1)
*See Child Files for Preschool Health Information Form
Student records containing personally identifiable information, and except for directory information, are
confidential. Only persons, including employees, who have a legitimate educational interest, are allowed
to access a student's records without the parent's permission. Parents may access, request amendments to,
and copy their child's records during regular office hours. Parents may also file a complaint with the
United States Department of Education if they feel their rights regarding their child's records have been
Page 15 of 27
violated. For a complete copy of the school district's policy on student records or the procedure for filing
a complaint, contact the district administration office.
Parents or guardians will be asked to sign a release of information form should they or the school request
information be shared with another agency, stating to whom the information is to be released, the reason
or purpose for the release of information, when the release expires, and ways the parents can withdraw
permission if they choose to do so.
Preschool Community Input
(QPPS 7.2)
Preschool parents are surveyed annually at the end of the school year to provide feedback on the program
Grievance Policy
(QPPS 7.6)
Open and honest communication between families and the preschool program is an essential component
of a high quality early childhood program. We want you to be confident that your child is being well
cared for and is having a quality experience. If there is ever a time you have a concern regarding your
child, we want to encourage you to address your concern to your child’s teacher. If additional help is
needed, either party may ask for the assistance from the Collins-Maxwell Elementary Principal.
If you have a concern regarding some aspect of the program or policy, please contact the Collins-Maxwell
Elementary Principal who is the program administrator for the preschool. If you remain dissatisfied, you
may contact the Superintendent of Collins-Maxwell Community Schools.
As part of our program assessment, in the fall and spring of each year, we also provide you with a family
questionnaire to evaluate our program. This information helps us to assess how the program is meeting
the needs of families and children, as well as to identify strengths and weaknesses.
FAMILY INVOLVEMENT
(QPPS 7.1, 7.2)
Collins-Maxwell Preschool encourages families to be very involved in their child’s education by
observing their children during the day when possible and meeting with staff. Family members are
welcome to visit at any time during class sessions.
Teachers use a variety of formal and informal ways (including conversations) to become acquainted with
and learn from families about their family structure and their preferred means of child-rearing practices
and communication; and information about their socioeconomic, linguistic, racial, religious, and cultural
backgrounds as they wish to share. Families are surveyed through enrollment paperwork, as well as other
questionnaires during the year regarding their family, beliefs, and preferences. Home visits are conducted
at the beginning of the school year. Program staff communicates with families, on at least a weekly basis,
regarding children's activities and developmental milestones, shared care-giving issues, and other
information that affects the wellbeing of their children. Parent-Teacher conferences are held in both the
fall and spring semesters, as well as when either party requests. Open House is held before preschool
starts in the fall.
Collins-Maxwell Preschool values the time spent talking and interacting with families and developing
strong, reciprocal relationships. As the teacher learns from the families’ expertise regarding their child’s
interests, approaches to learning, and developmental needs, goals for your child’s growth and
development can be incorporated into ongoing classroom planning. Families are encouraged to share any
concerns, preferences or questions with the preschool teacher or administration at any time.
Page 16 of 27
Although in-person daily contact cannot be replaced, preschool staff members also rely on notes home,
emails, phone calls, newsletters, and bulletin boards as alternative means to establish and maintain open,
two-way communication.
Collins-Maxwell Preschool invites you to become involved in one or all of the following ways, and
welcomes other ideas as well.
1. Support your child’s daily transition to school by sharing information about your child’s interests
and abilities. Keeping the teacher informed of changes and events that might affect your child
allows the teacher to be more responsive to your child’s needs.
2. Return all forms, questionnaires, and so forth, promptly.
3. Attend Family/Teacher conferences in the fall and spring semesters.
4. Take time to read the Collins-Maxwell Preschool bulletin board.
5. Check your child’s mailbox each day.
6. Participate in field trip activities.
7. Share some of your talents in your child’s class through activities such as: reading or storytelling,
cooking, art, preparing visuals, music, sewing, crafts, hobbies, your profession, or artifacts from
trips you have taken.
8. Share any of your families’ cultural traditions, celebrations, or customs.
9. Read all the material sent home with your child.
10. Help with special events such class parties or programs.
11. Serve on the Preschool Advisory Committee through written and/or verbal feedback on Preschool
Evaluation Form.
It is the policy of the Collins-Maxwell Preschool not to discriminate on the basis of race, national origin,
creed, age, marital status, or physical disability in its education programs, activities, or employment
policies as required by Title VI or VIII of the 1964 Civil Rights Act, Title IX of the 1972 Education
Amendments, and the Federal Rehabilitation Act of 1973.
The school district will, to the extent possible, provide full opportunities for meaningful participation of
the families with children with limited English proficiency, families with children with disabilities,
including providing information and school reports in an understandable and uniform format and,
including alternative formats on request, and, to the extent possible, in a language families understand.
The school district believes that families should be supported in making decisions about services that their
children may need. The teaching staff will provide information to families about available community
resources and assist as requested in helping the family make connections to these resources.
Home Visits
Home visits are made during the first week of school in August. This is an opportunity for the preschool
teacher to get to know you, your child, and your family and for you to begin to create a partnership
between home and school in order to best meet your child’s needs. It also allows your child to become
familiar and comfortable with his/her teacher and have any questions you may have answered. This is a
great time for you to share what makes your family unique, how you prefer to communicate with the
teacher, and share your knowledge about your child’s interests, approaches to learning, and
developmental needs. You can help the teacher understand what your goals are for your child and
Page 17 of 27
whether you have any concerns you’d like addressed. Parents are encouraged to share these preferences,
concerns, and questions at any time with either the classroom teacher or administrator.
Parent-Teacher Conferences
The preschool program will have formal parent-teacher conferences at the same time as the elementary
program during the first and third quarter of the school year. During the conference the teacher will
share results of classroom assessments and samples of your child’s work. Together, you develop a plan to
continue to encourage your child’s growth and development.
Family Night
Family carnival night is an opportunity for you and your family to come to school to participate in
fun activities. This event is held in late February.
Transitions
(QPPS 7.9, 7.10)
Home-school connections are crucial to the transition to kindergarten or any other program, such as
special education. The child’s family provides the consistency and continuity necessary for a young child
to be successful. Making a change from one program to another can sometimes be difficult for a young
child whether the transition is within the same building or in another location. Teaching staff will partner
with the family to make the transition as smooth as possible by connecting family members with the next
program’s staff. Additionally, kinderegarten teachers visit the preschool classrooms in order to get to
better know these students prior to the students entering kindergarten Preschoolers visit the kindergarten
classrooms each spring. Parents are encouraged to contact the preschool/elementary office if they would
like to arrange a visit with a kindergarten teacher.
HEALTH AND SAFETY (10.6, 10.7)
Collins-Maxwell Preschool is committed to promoting wellness and to safeguard the health and safety of
children and adults who participate in our program. In order to provide a safe and secure environment for
every child and adult, we follow guidelines required by regulatory agencies and pediatric authorities in
the field.
Emergency Procedures (QPPS 10.13)
Emergency procedure plans are available upon request from the Collins-Maxwell Elementary Principal.
Emergency procedures are also posted in each classroom.
Health and Immunization Certificates (QPPS 5.1)
Before a child begins the program, health records that document the dates of service are required to be
submitted showing the child is current for routine screening tests and immunizations according to the
schedule recommended and published by the American Academy of Pediatrics.
When a child is overdue for any routine health services, parents, legal guardians, or both provide evidence
of an appointment for those services before the child’s entry into the program and as a condition of
remaining enrolled in the program, except for immunization for which parents are using religious
exemption.
Page 18 of 27
Health and Safety Records (QPPS 10.10, 5.1, 10.14)
Health and safety information collected from families will be maintained on file for each child in the
school nurse’s office. Files are kept current by updating as needed. The content of the file is confidential,
but is immediately available to administrators or teaching staff who have consent from a parent or legal
guardian for access to records; the child’s parent or legal guardian; and regulatory authorities, upon
request. QPPS 10.10
Child Health and Safety Records will include: QPPS 5.1
1. Current information about any health insurance coverage required for treatment in an emergency;
2. Results of health examination, showing up-to-date immunizations and screening tests with an
indication of normal or abnormal results and any follow-up required for abnormal results;
3. Current emergency contact information for each child, that is kept up to date by a specified
method during the year;
4. Names of individuals authorized by the family to have access to health information about the
child;
5. Instructions for any of the child’s special health needs such as allergies or chronic illness (e.g.,
asthma, hearing or vision impairments, feeding needs, neuromuscular conditions, urinary or
other ongoing health problems, seizures, diabetes);
6. Individual emergency care plans for children with known medical or developmental problems or
other conditions that might require special care in an emergency (allergy, asthma, seizures,
orthopedic or sensory problems, and other chronic conditions; conditions that require regular
medication or technology support; and QPPS 10.14
7. Supporting evidence for cases in which a child is under-immunized because of a medical
condition (documented by a licensed health professional) or the family’s beliefs. Staff
implements a plan to exclude the child promptly if a vaccine-preventable disease to which
children are susceptible occurs in the program.
General Health and Safety Guidelines (QPPS 5.2, 5.4. 10.14)
? All staff must be alert to the health of each child, known allergies, or special medical
?
?
?
?
?
conditions.
Under the supervision of the preschool teacher, all stuff must be alert to the whereabouts of
all children. Systems are in place for accounting for children at regular intervals, especially
during periods of transition.
All staff is to follow proper procedures for hand washing, using disinfectant, and following
universal precautions to prevent infections.
All staff is familiar with evacuation routes and procedures.
All teaching staff completes “Occupational Exposure to Blood Borne Pathogens” annually.
At least one staff member who has a certificate of satisfactory completion of pediatric firstaid training, including managing a blocked airway and providing rescue breathing for infants
and children, is always present with each group of children. When a child in the group has a
special health condition that might require CPR, one staff person who has successfully
completed training in CPR is present in the program at all times.
Page 19 of 27
Illness Policy and Exclusion of Sick Children (QPPS 5.3, 10.6)
For the health and safety of all the children, it is mandatory that sick children not be brought to school. If
your child has any of the following symptoms during the night, he or she will not be admitted the
following morning for the safety of the other children.
? A fever greater than 100 degrees F
? Vomiting
? Diarrhea
? Pink eyes with drainage
? A cough with congestion and excessive nasal discharge
? Cold sores or lesions
The center’s established policy for an ill child’s return:
? Fever free for 24 hours without the use of a fever reducing medication (Tylenol/Ibuprofen)
? Chicken pox: one week after onset (or when lesions are crusted)
? Strep: 24 hours after initial medication
? Vomiting/Diarrhea: 24 hours after last episode
? Cold sores or lesions shows signs of healing (scabbed over)
? Conjunctivitis: 24 hours after initial medication or when without drainage
Upon arrival at school, each child is observed by teaching staff for signs of illness or injury that could
affect the child’s ability to participate comfortably in the daily activities. Children will be excluded when
a child is not able to participate comfortably; if the illness requires more care than staff are able to provide
without compromising the needs of the other children in the group; or if keeping the child at school poses
an increased risk to the child or to other children or adults with whom the child will come in contact.
When a child develops signs of an illness during their day at preschool, parents, legal guardians, or other
person authorized by the parent will be notified immediately to pick up the child. For this reason, please
be sure that we have current, accurate phone numbers for you, your authorized emergency contact person
and your child’s pediatrician. In the meantime, we will provide the child a place to rest under the
supervision of someone familiar with the child until the parent, legal guardian, or designated person
arrives. If the child is suspected of having a contagious disease, then, until she or he can be picked up, the
child is located where new individuals will not be exposed.
Reporting Communicable Diseases
(QPPS 5.4)
Staff and teachers provide information to families verbally and in writing about any unusual level or type
of communicable disease to which their child was exposed, signs and symptoms of the disease, mode of
transmission, period of communicability, and control measures that are being implemented at the program
and that the families should implement at home. The program has documentation that it has cooperative
arrangements with local health authorities and has, at least annually, made contact with those authorities
to keep current on relevant health information and to arrange for obtaining advice when outbreaks of
communicable disease occur.
Page 20 of 27
Medication Policies and Procedures
(QPPS 5.10)
Policy: The school will administer medication to children with written approval of the parent and an
order from a health provider for a specific child. Because administration of medication in the school is a
safety hazard, medication administration will be limited to situations where an agreement to give
medicine outside preschool hours cannot be made. Whenever possible, the first dose of medication
should be given at home to see if the child has any type of reaction.
Procedure: The school nurse coordinates and/or administers medication during school hours only if the
parent or legal guardian has provided written consent and the medication is available in an original
labeled prescription container or manufacturer’s container that is child-resistant. Any other staff person
who would administer medication has specific training and a written performance evaluation, updated
annually by a health professional on the practice of the Five Right Practices of medication administration:
(1) verifying that the right child receives the (2) right medication (3) in the right dose (4) at the right time
(5) by the right method with documentation of each right each time the medication is given. Medication
errors will be controlled by checking and recording these Five Right Practices each time medication is
given. Should a medication error occur, the Regional Poison Control Center (1-800-222-1222) and the
child’s parents will be contacted immediately. The incident will be documented in the child’s record at
the school.
For prescription medications, parents or legal guardians will provide the school with the medication in the
original, child-resistant container that is labeled by a pharmacist with the child’s name, the name and
strength of the medication; the date the prescription was filled; the name of the health care provider who
wrote the prescription; the medication’s expiration date; and administration, storage, and disposal
instructions.
For over-the-counter medications, parents or legal guardians will provide the medication in a childresistant container. The medication will be labeled with the child’s first and last names; specific, legible
instructions for administration and storage supplied by the manufacturer; and the name of the health care
provider who recommended the medication for the child.
Instructions for the dose, time, method to be used, and duration of administration will be provided to the
teaching staff in writing (by a signed note or a prescription label) or dictated over the telephone by a
physician or other person legally authorized to prescribe medication. This requirement applies both to
prescription and over-the-counter medications.
Medications will be kept at the temperature recommended for that type of medication, in a sturdy, childresistant container that is locked and prevents spillage.
Medication will not be used beyond the date of expiration on the container or beyond any expiration of
the instructions provided by the physician or other person legally permitted to prescribe medication.
Instructions which state that the medication may be used whenever needed will be renewed by the
physician at least annually.
A medication log will be maintained by the school staff in order to record: the instructions for giving the
medication, consent obtained from the parent or legal guardian, the amount, the time of administration,
and the person who administered each dose of medication. Spills, reactions, and refusal to take
medication will be noted on this log. See sample form in Appendix.
Page 21 of 27
Cleaning and Sanitization (QPPS 9.11, 5.22, 5.23, 5.24, 10.6)
The facility will be maintained in a clean and sanitary condition. When a spill occurs, the area will be
made inaccessible to children and the area will be cleaned immediately.
Toys that have been placed in a child’s mouth or that are otherwise contaminated by body secretion or
excretion will be removed immediately and disinfected after they are cleaned with soap and water. This
also applies to other surfaces in the classroom. Toys and surfaces will be disinfected using a non-toxic
solution of one (1) tablespoon of household bleach to one quart of tap water. To disinfect, the surfaces
will be sprayed until glossy. The bleach solution will be left on for at least two minutes before it is wiped
off with a clean paper towel, or it may be allowed to air dry. Machine washable cloth toys that have been
placed in a child’s mouth or that are otherwise contaminated by body secretion or excretion must be
laundered before another child’s use. Toys that cannot be cleaned and sanitized will not be used. QPPS
5.24
Staff will be trained in cleaning techniques, proper use of protective barriers such as gloves, proper
handling and disposal of contaminated materials, and information required by the US Occupational Safety
and Health Administration about the use of any chemical agents. QPPS 5.23
Routine cleaning will be supervised by the preschool teacher and will follow the Cleaning and Sanitation
Frequency Table in Section III, page 47 of the QPPS manual. A checklist will be completed as indicated
in the table. QPPS 5.22
Facility cleaning requiring potentially hazardous chemicals will be scheduled when children are not
present to minimize exposure of the children. All cleaning products will be used as directed by the
manufacturer’s label. Nontoxic substances will be used whenever possible. Staff are trained yearly prior
to the start of the school year. QPPS 5.23
Hand Washing Practices (QPPS 5.8)
Frequent hand washing is key to preventing the spread of infectious diseases. Teachers teach children
how to wash their hands effectively. Posters of children using proper hand washing procedures are placed
by each sink. The program follows these practices regarding hand washing:
? Staff members and those children who are developmentally able to learn personal hygiene are
taught hand-washing procedures and are periodically monitored.
? Hand washing is required by all staff, volunteers, and children when hand washing reduces the
risk of transmission of infectious diseases to themselves and to others.
? Staff assists children with hand washing as needed to successfully complete the task.
Children and adults wash their hands:
? Upon arrival for the day;
? After diapering or using the toilet (use of wet wipes is acceptable for infants);
? After handling body fluids (e.g., blowing or wiping a nose, coughing on a hand, or any touching
of mucus, blood or vomit);
? Before meals and snacks, preparing or serving food, or handling any raw food that requires
cooking (e.g., meat, eggs, poultry);
? After playing in water that is shared by two or more people;
? After handling pets and other animals or any materials such as sand, dirt, or surfaces that might
be contaminated by contact with animals
Page 22 of 27
Adults also wash their hands:
? Before and after feeding a child;
? Before and after administering medication;
? After assisting a child with toileting
? After handling garbage or cleaning.
Proper hand-washing procedures are followed by adults and children and include
? Using liquid soap and running water;
? Rubbing hands vigorously for at least 10 seconds, including back of hands, wrists, between
fingers, under and around any jewelry, and under fingernails; rinsing well; drying hands with a
paper towel, or a dryer; and avoiding touching the faucet with just-washed hands (e.g., by using a
paper towel to turn off water).
Except when handling blood or body fluids that might contain blood (when wearing gloves is required),
wearing gloves is an optional supplement, but not a substitute, for hand washing in any situation listed
above.
? Staff must wear gloves when contamination with blood may occur.
? Staff does not use hand-washing sinks for bathing children or removing smeared fecal material.
In situations where sinks used for both food preparation and other purposes, staff clean and sanitize the
sinks before using them to prepare food.
First Aid Kit (QPPS 9.13)
It is inaccessible to children, but readily available for adult use. It is fully equipped according to guidance
from Healthy Child Care Iowa. Following each use of the First Aid kit, the contents will be inspected and
missing or used items replaced immediately. The First Aid kit will be inspected monthly. The first aid
kit is taken to the outdoor play areas as well as on field trips and outings away from the site.
Fire Safety (QPPS 9.14, 10.6)
A fire extinguisher is installed outside the preschool classroom door with a tag indicating its annual
service date. The fire alarm system is serviced annually. Smoke detectors, fire alarms, and carbon
monoxide detectors are tested monthly. A written log of testing dates and battery changes is maintained
and available upon request. Fire drills are conducted 2 times each semester in the preschool/elementary
school building and more frequently as required for preschool, then recorded on a log.
Medical and/or Dental Emergencies and Notification of Accidents or Incidents
(QPPS 10.13)
The Collins-Maxwell Community Schools has in place a “Safety Procedures Booklet” that describes the
following situations and procedures to follow:
? Emergency phone numbers
? Fire procedures
? Utility Failures (electric power failure, water line break, gas line break)
? Severe weather
? Bomb threats
? Physical Threats/Armed Intruder
? Evacuations
Page 23 of 27
?
?
?
?
Crisis Intervention Plan, Crisis Intervention Steps, and Media Procedures
Accidental Injury or Illness procedures for life threatening and non-life threatening situations
School crisis team members and a checklist to use
List of CPR/First Aid experienced persons in each building
This booklet will be posted by the telephone and included in the first aid kit. The booklet will be
reviewed by each staff member at the beginning of each school year and when changes are made to it.
In the event that your child receives a minor, non-life threatening injury during their time at preschool,
our staff will assess the situation and apply first aid as needed. Minor cuts and scrapes will be treated
with soap and water, and bumps will be treated by applying ice to the injured area. Any incident or
injuries will be documented on an “Injury and Illness” form and a copy will be given to the parent within
24 hours of the incident. Parents will also be also notified of minor injuries when picking up their child
from preschool the day of the occurrence.
All staff will have immediate access to a device that allows them to summon help in an emergency. Staff
will be instructed to call 911 for all emergencies. Emergency contact information for each child and staff
member will be kept readily available. The list of emergency telephone numbers and copies of
emergency contact information will be taken along anytime children leave the facility in the care of
facility staff.
Inclement Weather
In the event that the Collins-Maxwell Preschool must be closed due to bad weather, we will notify school
patrons by local TV and radio stations. Emails will be sent to families warning of early dismissal due to
dangerous weather condition. Information will also be posted on the school’s website. If there is a late
start for the school district, there will be no AM preschool, but the afternoon preschool will be in session.
If early dismissal is imminent, PM preschool will be cancelled for that day.
Missed preschool days due to bad weather will be made up as scheduled by the preschool teacher. This
typically occurs the Friday following the bad weather day.
Protection from Hazards and Environmental Health
10.6, 10.7)
(QPPS 5.6, 9.12, 9.16, 9.18,
Program staff protects children and adults from hazards, including electrical shock, burns, or scalding,
slipping, tripping, or falling. Floor coverings are secured to keep staff and children from tripping or
slipping.
The preschool classroom building has been tested for lead, radon, radiation, asbestos, fiberglass, and other
hazards that could impact children’s health with documentation on file. Custodial staff maintains the
building’s heating, cooling, and ventilation systems in compliance with national standards for facility use
by children.
The program maintains facilities so they are free from harmful animals, insect pests, and poisonous
plants. Pesticides and herbicides, if used, are applied according to the manufacturer’s instructions when
children are not at the facility and in a manner that prevents skin contact, inhalation, and other exposure to
children.
Page 24 of 27
Smoke Free Facility (QPPS 9.19, 10.6)
In compliance with the Iowa Smoke Free Air Act of 2008, Collins-Maxwell Preschool building and
grounds are smoke free. No smoking is allowed on the school grounds or within sight of any children.
Child Protection Policies (QPPS 10.8, 10.9, 10.16, 10.19)
The health and wellbeing of every child in our care is of the utmost importance and the protection of
children is our responsibility. An applicant or volunteer for temporary or permanent employment with the
preschool program involves direct interaction with or the opportunity to interact and associate with
children must execute and submit an affidavit of clearance from any and all crimes against a child or
families. In addition no person with a substantiated report of child abuse or neglect will come in contact
with children in the program or have responsibility for children.
The program has written school board policy for reporting child abuse and neglect as well as procedures
in place that comply with applicable federal, state, and local laws. The policy includes requirements for
staff to report all suspected incidents of child abuse, neglect, or both by families, staff, volunteers, or
others to the appropriate local agencies. Staff members who report suspicions of child abuse or neglect
where they work are immune from discharge, retaliation, or other disciplinary action for that reason alone
unless it is proven that the report is malicious. All teaching staff complete “Mandatory Reporter: Child
and Dependent Adult Abuse” at least every five years and within six months of employment.
The school district does not tolerate employees physically, or sexually abusing or harassing students.
Students who are physically or sexually abused or harassed by an employee should notify their parents,
legal guardians, teacher, principal, or another employee. The Iowa Department of Education has
established a two-step procedure for investigating allegations of physical or sexual abuse of students by
employees. That procedure requires the school district to designate an independent investigator to look
into the allegations. The school district has a designated Harassment Investigator
Substance Abuse
Persons under the influence of drugs or alcohol will not be permitted on the premises of the CollinsMaxwell Community Schools. At no time will children be released to a person under the influence of
alcohol or drugs.
Volunteers
(QPPS 10.15, 10.17)
Parents, friends, grandparents, and other adults are encouraged to take an active part in the educational
process of the children. Please contact the teacher if you would like to be a school volunteer. No person
with a substantiated report of child abuse or neglect will come in contact with children in the program or
have responsibility for children. People interested in Volunteering should contact the Collins-Maxwell
Elementary Principal at 641-385-2446.
Page 25 of 27
STAFF (QPPS 10.15 - 10.20)
General Information
The Collins-Maxwell Community School has written personnel policies that define the roles and
responsibilities, qualifications, and specialized training required of staff and volunteer positions. The
policies outline nondiscriminatory hiring procedures and policies for staff evaluation. Policies detail job
descriptions for each position, including reporting relationships; salary scales with increments based on
professional qualification, length of employment, and performance evaluation; benefits; and resignation,
termination, and grievance procedures. Personnel policies provide for incentives based on participation in
professional development opportunities. The policies are provided to each employee upon hiring.
Hiring procedures include completion of the following checks: criminal-record check, free from history of
substantiated child abuse or neglect check, education credentials, verification of age, completion of high
school or GED, personal references and a current health assessment.
Health Assessment
The school district maintains current health information from documented health assessments for all paid
preschool staff. A current health assessment (not more than one-year-old) must be received by the
program before an employee starts work. The health assessment is updated every two years. Documented
health assessments include:
? Capacities and limitations that may affect job performance
? Documentation by a licensed health professional of TB skin testing using the Mantoux method
and showing the employee to be free from active TB disease. For those who have a positive TB
skin test and who develop a persistent cough or unexpected fever, immediate assessment by a
licensed physician is required. For those who have increased risk of TB according to the Centers
for Disease Control (CDC), documentation is required annually by a licensed health professional
showing that the employee is free from active TB disease.
Confidential personnel files, including applications with record of experience, transcripts of education,
health-assessment records, documentation of ongoing professional development, and results of
performance evaluation, are kept in a locked filing cabinet in the Superintendent’s office.
Orientation
(QPPS 6.2)
Employees must know their role and duties. New preschool teaching staff will be required to participate
in an initial orientation program that introduces them to fundamental aspects of the program operation
including:
? Program philosophy, mission, and goals;
? Expectations for ethical conduct;
? Individual needs of children they will be teaching or caring for;
? Accepted guidance and classroom management techniques;
? Daily activities and routines of the program;
? Program curriculum;
? Child abuse and reporting procedures;
? Program policies and procedures;
? Iowa Quality Preschool Program Standards and Criteria;
? Regulatory requirements.
Page 26 of 27
The Collins-Maxwell Administration provides the new employee with a review of the employee’s
responsibilities and duties. The school board secretary will explain payroll procedures, employee benefit
programs and accompanying forms to the employee. Regular employees ineligible for the school
district’s group health plan will be given information regarding where they can obtain health care or
health care insurance.
Staffing patterns and schedule (QPPS 10.18)
The preschool program is in compliance with staff regulations and certification requirements. Our
program follows requirements for staffing for Iowa’s Quality Preschool Program Standards of
maintaining an adult/child ratio of at least 1:10 at all times. The program administrator maintains lists of
current substitutes for both the preschool teacher and the preschool teaching assistant in case of absence.
Staff is provided space and time away from children during the day. Should staff work directly with
children for more than four hours, staff is provided breaks of at least 15 minutes in each four-hour period.
In addition, staff may request temporary relief when they are unable to perform their duties.
Staff development activities (QPPS 6.6, 10.15)
Personnel policies require participation in professional development. All teaching staff continuously
strengthens their leadership skills and relationships with others and works to improve the conditions of
children and families within their programs, the local community, and beyond. Teaching staff is
encouraged to participate in informal and formal ways in local, state, or regional public -awareness
activities. They may join an early childhood group or organization, attend meetings, or share information
with others both at and outside the program.
Teaching staff will be informed of professional development activities provided by Child Care Resource
and Referral, the local Empowerment areas, and the area education agency. Staff is expected to attend
staff trainings and meetings throughout the year. Trainings will focus on early childhood topics relevant
to the program and community.
Evaluation and Professional Growth Plan (QPPS 6.5, 6.6)
All staff is formally evaluated at least once every 3 years by an appropriate supervisor, or in lieu of the
program administrator, by the superintendent. Staff also evaluates and improves their own performance
based on ongoing reflections and feedback from supervisors, peers, and families. From this, they develop
an annual individualized professional development plan with their supervisor and use it to inform their
continuous professional development.
Page 27 of 27